期刊名称：International Journal of Emerging Technologies in Learning (iJET)
印刷版ISSN：1863-0383
出版年度：2021
卷号：16
期号：03
页码：4-19
DOI：10.3991/ijet.v16i03.16515
出版社：Kassel University Press
摘要：Critical thinking skills are very important to have for students given the rapid distribution of information. To promote the critical thinking skills of the student, it could be done by including critical thinking learning in a formal learning environment. However, for the purpose of increasing this skill could be achieved, it required the motivation to learn. This study aimed to increase critical thinking skills and students' motivation through the implementation of an inquiry mind map tool. The study used a quasi-experimental group with a non-equivalent control-group pretest-posttest. The experimental class used an inquiry learning assisted inquiry mind map tool, whereas the control class requires that conventional learning. The sample consisted of 206 students from different schools and different genders. Data on critical thinking skills used essay tests referred to indicators from Sari in 2019. Motivation data learning taken from instrument motivation toward science learning from Tuan, Chin & Shied in 2005. Answers analyzed using ANCOVA. The research findings show that there were differences in the ability to think critically and students' learning motivation using an inquiry mind map tool. The results also examined no difference between school and gender on critical thinking skills and learning motivation. The results of the study show that the inquiry mind map tool was an impact on increasing critical thinking skills and learning motivation. It was recommended to be able to develop more other learning tools and learning model to improve critical thinking skills. Some im-plication was also provided in the article.
关键词：inquiry learning;Inquiry mind map tool;critical thinking skills;learning motivation;student
